Drawing

Understand that charcoal is a drawing medium that lends itself to loose, gestural marks made on a larger scale.
Understand charcoal and earth pigment were our first drawing tools as humans.
Know that Chiaroscuro means “light/dark” and we can use the concept to explore tone in drawings.
Understand that animators make drawings that move.
Make marks using charcoal using hands as tools. Explore qualities of mark available using charcoal.

Make charcoal drawings which explore Chiaroscuro and which explore narrative/drama through lighting/shadow (link to drama).
Option to explore making gestural drawings with charcoal using the whole body (link to dance).
Develop mark making skills by deconstructing the work of artists.
Use imaginative and observational drawing skills to make drawings of people/animals which can be animated. Consider background, foreground and subject.

Sketchbooks

Continue to build understanding that sketchbooks are places for personal experimentation.
Understand that the way each persons’ sketchbook looks is unique to them.

Work in sketchbooks to:
Explore the qualities of charcoal. Make visual notes using a variety of media using the “Show Me What You See” technique when looking at other artists work to help consolidate learning and make the experience your own.
Develop mark making skills.
Brainstorm animation ideas. Experiment with pigments created from the local environment.

Printmaking

Understand that screen prints are made by forcing ink over a stencil.
Understand that mono print can be used effectively to create prints which use line. That screen prints can be used to create prints which use thicker lines and / or shapes.
Use mono print or screen print over collaged work to make a creative response to an original artwork. Consider use of layers to develop meaning.

Painting

Understand that we can create imagery using natural pigments and light.
Understand that paint acts differently on different surfaces.
Understand the concept of still life and landscape painting.
Use paint, mixing colours, to complete the sculpture inspired by literature (see “making”).

Continue to develop colour mixing skills.
Explore painting over different surfaces, e.g. cloth, and transfer drawing mark making skills into thread, using stitch to draw over the painted fabric.
Explore creating pigments from materials around you (earth, vegetation). Use them to create an image which relates to the environment the materials were found in.
Option to use light to create imagery by exploring anthotype or cyanotype.

Collage

Understand that we can combine collage with other disciplines such as drawing, printmaking and making.
Cut shapes from paper (free hand) and use as elements with which to collage, combined with printmaking (see column 3 “printmaking”) to make a creative response to an original artwork. Explore positive and negative shapes, line, colour and composition.

Making

Understand that many makers use other artforms as inspiration, such as literature, film, drama or music.

Understand that when we make sculpture by moulding with our fingers it is called modelling (an additive process).
That clay and Modroc are soft materials which finally dry/set hard.
An armature is an interior framework which support a sculpture.
Understand that articulated drawings can be animated.
Use air dry clay to model characters inspired by literature. Consider form, texture, character, structure.
Make an armature to support the sculpture.

Cut out drawings and make simple articulations to make drawings which can be animated. Combine with digital media to make animations.

Visual Literacy and Articulation

To understand that visual artists look to other artforms for inspiration. Look at the work of an artist who uses gestural marks which convey movement, illustrators and makers who take inspiration from literature, painters who also use textiles and artists who animate their work.
Understand artists often collaborate on projects, bringing different skills together.
Deconstruct and discuss an original artwork, using the sketchbooks to make visual notes to nurture pupils own creative response to the work.
Understand we may all have different responses in terms of our thoughts and the things we make. That we may share similarities. Understand all responses are valid.
Reflect upon the artists’ work, and share your response verbally (“I liked… I didn’t understand… it reminded me of…”).
Present your own artwork (journey and any final outcome), reflect and share verbally (“I enjoyed… This went well… I would have liked… next time I might...). Talk about intention.
Work collaboratively to present outcomes to others where appropriate. Present as a team.
Share responses to classmates work, appreciating similarities and differences. Listen to feedback about your own work and respond.
Document work using still image (photography) or by making a drawing of the work. If using photography consider lighting and focus. Some children may make films thinking about viewpoint, lighting and perspective.